上半年教師資格證考試英語學(xué)科知識(shí)與教學(xué)能力模擬真題初級中學(xué)

上六個(gè)月教師資格證考試英語學(xué)科知識(shí)與教學(xué)能力真題（初級中學(xué)）(總分：150.00，做題時(shí)間：120分鐘)一、單項(xiàng)選擇題本大題共30小題，每小題2分，共60分。在每小題列出四個(gè)備選項(xiàng)中只有一個(gè)是符合題目要求，錯(cuò)選、多項(xiàng)選擇或未選均無分。(總題數(shù)：22，分?jǐn)?shù)：60.00)1.ThesimilaritybetweentheEnglishconsonants/p/,/b/,and/m/isthattheyareall

A.fricative

B.plosive

C.labial-dental

D.bilabial

√解析：本題考查輔音分類。依照輔音分類，按照發(fā)音部位，/p/，/b/，/m/都屬于雙唇音（bilabial）；按照發(fā)音方式，/p/，/b/是爆破音（plosive），/m/是鼻音（nasal）。故本題選D。2.WhichofthefollowingisabackvowelinEnglish?

A./?:/

B./?:/

√

C./?/

D./e/解析：本題考查元音分類。依照元音分類，可知/?:/屬于中元音，/?:/屬于后元音，/e/屬于前元音。但/?/比較特殊，發(fā)此音時(shí)舌頭最高位置偏中后，所以有分類系統(tǒng)會(huì)把它歸為中元音，也有把它歸為后元音，考生在做這類題時(shí)要依照選擇項(xiàng)情況靈活處理。3.Thereisonlyoneplaygroundslideinthisschool,sothestudentshavetotake(

)touseit.

A.turns

√

B.theturns

C.aturn

D.theturn解析：本題考查習(xí)慣搭配。句意為“因?yàn)閷W(xué)校只有一個(gè)滑梯，所以學(xué)生們不得不輪番使用”。taketurnstodosth.為習(xí)慣搭配，意為“輪番去做某事”。故本題選A。4.Outofeveryone’sexpectation,Johnsonsuddenlyreturned(

)arainynight.

A.at

B.in

C.on

√

D.during解析：本題考查介詞使用方法。句意為“出乎全部些人意料，約翰遜在一個(gè)雨夜突然回來了”。與詳細(xì)時(shí)間搭配介詞為on。表示詳細(xì)某天或某天早晨、下午、晚上等特定日期時(shí)，前面應(yīng)用介詞on。假如day，morning，afternoon，evening，night等表示時(shí)間名詞前有形容詞修飾時(shí)表示某一特定時(shí)間，也需用介詞on。5.She(

)itverywellwhenshedescribedheryoungerbrotheras“brilliantbutlazy”.

A.put

√

B.made

C.assumed

D.interpreted解析：本題考查動(dòng)詞辨析。句意為“她把他弟弟表述成‘聰明但懶惰’，這真是說得太好了”。put有“說，表示”意思，putitverywell意為“說得很好”。make“做，制造”，assume“假定，負(fù)擔(dān)”，interpret“解釋，口譯”。故本題選A。6.Wedon’tthink(

)possibletomasteraforeignlanguagewithoutmuchmemorywork.

A.this

B.that

C.its

D.it

√解析：本題考查it作形式賓語時(shí)使用方法。當(dāng)不定式、動(dòng)名詞或從句在復(fù)合賓語結(jié)構(gòu)中作動(dòng)詞think，make，find，consider，feel，suppose等賓語時(shí)，慣用it用作形式賓語，真正賓語是后面不定式。句意為“我們認(rèn)為不進(jìn)行大量記憶是不可能掌握一門外語”。7.(

)thesamemistakesintheannualfinancialreportagainmadehisbossveryangry.

A.Hishavingmade

√

B.Hehavingmade

C.Hehadmade

D.Hehasmade解析：本題考查非謂語動(dòng)詞。句意為“他在年度財(cái)務(wù)匯報(bào)中又犯了一樣錯(cuò)誤，這讓他老板非常生氣”。分析成份，句子中已經(jīng)有謂語動(dòng)詞made，所以排除C、D。非謂語動(dòng)詞作主語時(shí)，動(dòng)名詞復(fù)合結(jié)構(gòu)就是在動(dòng)名詞前加上它邏輯主語，其形式為：名詞全部格/形容詞性物主代詞＋動(dòng)名詞。故本題選A。8.Iwouldhavetoldhimtheanswer,butI(

)sobusythen.

A.hadbeen

B.were

C.was

√

D.wouldbe解析：本題考查動(dòng)詞時(shí)態(tài)。句意為“我原來能夠告訴他答案，但我那時(shí)太忙了”。由wouldhavetold可知前半句是對過去假設(shè)；而由then可知后半句是在描述過去事實(shí)，因今后半句用通常過去時(shí)。故本題選C。9.Theuseoftheexpression“Iwon’tboreyouwithallthedetail…”includesthatpeopleusuallyobservethe(

)maximintheirdailyconversations.

A.Quantity

√

B.Quality

C.Relevance

D.Manner解析：本題考查會(huì)話含義理論。題干意思：“我不會(huì)把全部細(xì)節(jié)都說給你聽”這種表示表明人們在日常交談中通常會(huì)恪守什么準(zhǔn)則？Quantitymaxim“數(shù)量準(zhǔn)則”，Qualitymax“質(zhì)量準(zhǔn)則”，Relevancemaxim“關(guān)聯(lián)準(zhǔn)則”，Manermaxim“方式準(zhǔn)則”。在合作標(biāo)準(zhǔn)中，數(shù)量準(zhǔn)則是指：①使你說話語如（交談當(dāng)前目標(biāo)）所要求那樣信息充分。②不要使你話語比所要求信息更充分。故本題選A。10.Whichofthefollowingisanevaluativemoveusedbyateacherinclasstocommentonstudents’performance?

A.Initiationmove

B.Follow-upmove

√

C.Framingmove

D.Repairmove解析：本題考查課堂話語分析。題干意思：下面哪一個(gè)是教師用來評價(jià)學(xué)生課堂表現(xiàn)評價(jià)話步？Inititionmove“引發(fā)話步”，包含要求對方用語言或非語言形式做出反應(yīng)，傳達(dá)思想、事實(shí)、意見或信息等。Follow-upmove“反饋話步”，主要表現(xiàn)為教師對學(xué)生回答做出后續(xù)性話語，其結(jié)構(gòu)包含三類話自：接收（accept）、評價(jià)（evaluate）和評論（comment）。比如“Good”“Fine”這么一些詞屬于反饋話步。Framingmove“框架話步”，用來表明課堂話語新一階段開始，在語流中起著標(biāo)示邊界作用。比如“well”“OK”這么一些詞屬于框架話步。故本題選B。11.WhichofthefollowingactivitiesisNOTtypicaloftheTask-BasedLanguageTeachingmethod?

A.Problem-solvingactivities

B.Opinionexchangeactivities

C.Information-gapactivities

D.Patternpracticeactivities

√解析：本題考查任務(wù)型語言教學(xué)活動(dòng)。題干意思：以下哪項(xiàng)活動(dòng)不是經(jīng)典任務(wù)型語言教學(xué)活動(dòng)？任務(wù)型語言教學(xué)是指在教學(xué)活動(dòng)中，教師圍繞特定交際和語言項(xiàng)目，設(shè)計(jì)出詳細(xì)、可操作任務(wù)，學(xué)生經(jīng)過表示、溝通、交涉、解釋、問詢等各種語言活動(dòng)形式來完成任務(wù)，以達(dá)成學(xué)習(xí)和掌握語言目標(biāo)。依照任務(wù)定義及特點(diǎn)，任務(wù)型教學(xué)活動(dòng)可分為處理問題型、交流意見型、信息溝等類型活動(dòng)。D項(xiàng)“句型練習(xí)活動(dòng)”屬于傳統(tǒng)教學(xué)活動(dòng)，不屬于經(jīng)典任務(wù)型語言教學(xué)活動(dòng)。故本題選D。12.Ifateachershowsstudentshowtodoanactivitybeforetheystartdoingit,he/sheisusingthetechniqueof

A.presentation

B.demonstration

√

C.elicitation

D.evaluation解析：本題考查教學(xué)技巧。題干意思：假如教師在讓學(xué)生開始做一個(gè)活動(dòng)前先向他們展示活動(dòng)是怎樣進(jìn)行，那么他/她使用是什么技巧？A項(xiàng)“展現(xiàn)”，B項(xiàng)“示范”，C項(xiàng)“引入”，D項(xiàng)“評價(jià)”。依照題意，可知本題選B。13.Whenateacherasksstudentstodiscusshowatextisorganized,he/sheismostlikelytohelpthem

A.evaluatethecontentofthetext

B.analyzethestructureofthepassage

√

C.understandtheintentionofthewriter

D.distinguishthefactsfromtheopinions解析：本題考查語篇教學(xué)。題干意思：假如教師讓學(xué)生討論一篇文章是怎樣組織，他/她最有可能是幫助他們做什么？A項(xiàng)“評價(jià)文章內(nèi)容”，B項(xiàng)“分析文章結(jié)構(gòu)”，C項(xiàng)“理解作者意圖”，D項(xiàng)“區(qū)分事實(shí)和觀點(diǎn)”。教師讓學(xué)生討論一篇文章是怎樣組織，最有可能是幫助學(xué)生分析文章結(jié)構(gòu)。故本題選B。14.Whichofthefollowingpracticescanencouragestudentstoreadanarticlecritically?

A.Evaluatingitspointofview

√

B.Findingoutthefacts

C.Findingdetailedinformation

D.Doingtranslationexercises解析：本題考查閱讀教學(xué)。題干意思：以下哪種練習(xí)能夠激勵(lì)學(xué)生批判性地閱讀文章？A項(xiàng)“評價(jià)它觀點(diǎn)”，B項(xiàng)“找出事實(shí)”，C項(xiàng)為“找到細(xì)節(jié)信息”，D項(xiàng)“做翻譯練習(xí)”。評價(jià)文章觀點(diǎn)活動(dòng)能夠引導(dǎo)學(xué)生在了解文本基礎(chǔ)上對文章中觀點(diǎn)進(jìn)行分析、評判，促使學(xué)生主動(dòng)、主動(dòng)地思索，促進(jìn)學(xué)生批判性思維發(fā)展。故本題選A。15.Whichofthefollowingisadisplayquestionusedbyteachersinclass?

A.Ifyouwerethegirlinthestory,wouldyoubehavelikeher?

B.doyoulikethisstoryGirltheThumb,whyorwhynot?

C.doyouagreethatthegirlwasakind-heartedperson?

D.Whathappenedtothegirlattheendofthestory?

√解析：本題考查課堂提問類型。題干意思：以下哪個(gè)問題屬于教師在課堂上使用展示性問題？A項(xiàng)“假如你是故事里女孩，你會(huì)像她一樣表現(xiàn)嗎？”，B項(xiàng)“你喜歡拇指姑娘故事嗎，為何？”，C項(xiàng)“你認(rèn)為這個(gè)女孩是個(gè)熱心人嗎？”，D項(xiàng)“在故事結(jié)尾這個(gè)女孩發(fā)生了什么？”。展示性問題指是教師已經(jīng)知道答案或者答案能在相關(guān)工具中找到，用于檢驗(yàn)學(xué)生對課文內(nèi)容字面了解提問。D項(xiàng)屬于展示性問題，而其余三項(xiàng)均屬于參考性問題，即教師所提問題沒有預(yù)設(shè)答案，目標(biāo)是發(fā)散思維、尋求信息。故本題選D。16.Whichofthefollowingwouldateacherencouragestudentstodoinordertodeveloptheircognitivestrategies?

A.Tomakeastudyplan

B.Tosummalizeastory

√

C.Toreadatextaloud

D.Todopatterndrills解析：本題考查課程標(biāo)準(zhǔn)知識(shí)。題干意思：為了培養(yǎng)學(xué)生認(rèn)知策略，教師會(huì)激勵(lì)學(xué)生怎樣做？A項(xiàng)“制訂學(xué)習(xí)計(jì)劃”，B項(xiàng)“概述故事”，C項(xiàng)“大聲讀文章”，D項(xiàng)“做句型練習(xí)”。認(rèn)知策略是指學(xué)生為了完成詳細(xì)學(xué)習(xí)任務(wù)而采取步驟和方法，同時(shí)也包含學(xué)習(xí)者加工信息一些方法和技術(shù)。概述屬于加工信息一個(gè)方法。故本題選B。17.Whichofthefollowingexerciseswouldateachermostprobablyuseifhe/shewantstohelpstudentsdevelopdiscoursecompetence?

A.Paraphrasingsentences

√

B.Translatingsentences

C.Unscramblingsentences

D.Transformingsentences解析：本題考查語篇教學(xué)。題干意思：假如教師想培養(yǎng)學(xué)生語篇能力，他/她最有可能采取以下哪種練習(xí)？A項(xiàng)“釋義句子”，B項(xiàng)，“翻譯句子”，C項(xiàng)“整理句子”，D項(xiàng)“轉(zhuǎn)換句子”。語篇能力就是能夠依靠上下文或語境了解篇章和經(jīng)過銜接連貫、邏輯聯(lián)絡(luò)等伎倆組織篇章結(jié)構(gòu)能力，簡而言之，就是能夠?qū)ζ滦畔⑦M(jìn)行了解、加工和再創(chuàng)作能力。釋義句子即用英語解釋或轉(zhuǎn)換句子，符合題意。故本題選A。18.TheadvantagesofpairandgroupworkincludeallofthefollowingEXCEPT

A.interactionwithpeers

B.varietyanddynamism

C.anincreaseinlanguagepractice

D.opportunitiestoguaranteeaccuracy

√解析：本題考查課堂活動(dòng)形式。題干意思：以下哪項(xiàng)不是結(jié)對活動(dòng)和小組活動(dòng)優(yōu)點(diǎn)？A項(xiàng)“與同伴互動(dòng)”，B項(xiàng)“多樣化和活力”，C項(xiàng)“語言練習(xí)增多”，D項(xiàng)“確保準(zhǔn)確性機(jī)會(huì)”。結(jié)對活動(dòng)和小組活動(dòng)主要是經(jīng)過組員相互交流與合作來完成任務(wù)。它們能夠促進(jìn)學(xué)生間互動(dòng)，活躍課堂氣氛。結(jié)對活動(dòng)和小組活動(dòng)重在交流，主要關(guān)注語言表示流暢性，會(huì)在一定程度上無視準(zhǔn)確性。故本題選D。19.Whichofthefollowingshouldateacheravoidwhenhis/herfocusisondevelopingstudents’abilitytousewordsappropriately?

A.Teachingboththespokenandwrittenform

B.Teachingwordsincontextandgivingexamples

C.Presentingtheform,meaning,anduseofaword

D.Askingstudentstomemorizebilingualwordlists

√解析：本題考查語言知識(shí)教學(xué)。題干意思：假如教師專注于培養(yǎng)學(xué)生恰當(dāng)?shù)厥褂脝卧~能力，那么他/她應(yīng)該防止以下哪種方式？A項(xiàng)“教單詞口語和書面形式”，B項(xiàng)“在語境中教單詞并舉例子”，C項(xiàng)“展現(xiàn)單詞形式、意義及使用方法”，D項(xiàng)“要求學(xué)生記憶雙語單詞表”。在詞匯教學(xué)中，教師不但要講授單詞形式，還要?jiǎng)?chuàng)設(shè)詳細(xì)語境，讓學(xué)生在利用中加深對詞匯意義了解，掌握詞匯使用方法和功效，進(jìn)而恰當(dāng)?shù)皿w地利用詞匯表情達(dá)意。記憶雙語單詞表屬于單純記憶活動(dòng)，不能起到促進(jìn)學(xué)生恰當(dāng)使用詞匯作用。故本題選D。20.Whichofthefollowingpracticesismostlikelytoencouragestudents’cooperationinlearning?

A.Doingaproject

√

B.Havingadictation

C.Takingatest

D.Copyingatext解析：本題考查課堂組織活動(dòng)。題干意思：以下哪種練習(xí)最有可能培養(yǎng)學(xué)生在學(xué)習(xí)中合作精神？A項(xiàng)“完成項(xiàng)目”，B項(xiàng)“聽寫”，C項(xiàng)“考試”，D項(xiàng)“謄錄課文”。依照題意，在完成項(xiàng)目時(shí)需要多方合作，這最有可能培養(yǎng)學(xué)生合作精神。故本題選A。請閱讀Passage1,完成第21～25小題。Passage1

Inrecentyears,however,societyhascometounderstandthelimitationsofschoolsthatmerelysortandrankstudents.Wehavediscoveredthatstudentsinthebottomone-thirdtoone-halfoftherankorder—plusallwhodropoutbeforebeingranked—failtodevelopthefoundationalreading,writing,andmathematicalproficienciesneededtosurvivein,letalonecontributeto,anincreasinglytechnicallycomplexandethnicallydiverseculture.Sotoday,inaskingschoolstoleavenochildbehind,societyisaskingthateducatorsraiseupthebottomoftherank-orderdistributiontoaspecifiedlevelofcompetence.Wecallthoseexpectationsour“academicachievementstandards”.Everystatehasthem,and,asamatterofpublicpolicy,schoolsaretobeheldaccountableformakingsurethatallstudentsmeetthem.

Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.Fortheforeseeablefuture,studentswillstillberankedattheendofhighschool.However,societynowdictatesthatsuchacelebrationofdifferencesinamountlearnedmuststartatacertainminimumlevelofachievementforall.

Theimplicationsofthischangeinmissionfortheroleofassessmentareprofound.Assessmentandgradingproceduresdesignedtopermitonlyafewstudentstosucceed(thoseatthetopoftherank-orderdistribution)mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel.Furthermore,proceduresthatpermitted(perhapsevenencouraged)somestudentstogiveupinhopelessnessandtostoptryingmustnowbereplacedbyothersthatpromotehopeandcontinuouseffort.Inshort,theentireemotionalenvironmentsurroundingtheprospectofbeingevaluatedmustchange,especiallyforperenniallowachievers.

Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace.Atleastpartoftheirgoalmustbetobecomecompetent.Teachersmustbelievethatallstudentscanachieveacertainlevelofacademicsuccess,mustbringalloftheirstudentstobelievethisofthemselves,must

accommodatethefactthatstudentslearnatdifferentratesbymakinguseofdifferentiatedinstruction,andmustguideallstudentstowardtheattainmentofstandards.

Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess.Becauseallstudentscanandmustsucceedinmeetingstandards,cooperationandcollaborationmustcomeintoplay.Thedrivingforcesmustbeconfidence,optimism,andpersistence—forall,notjustforsome.Allstudentsmustcometobelievethattheycansucceedatlearningiftheytry.Theymusthavecontinuousaccesstoevidenceofwhattheybelievetobecredibleacademicsuccess,howeversmall.Thisnewunderstandinghasspawnedincreasedinterestinformativeassessmentinrecentyears.（分?jǐn)?shù)：10）(1).Whatdothe“academicachievementstandards”inParagraph1referto?（分?jǐn)?shù)：2）

A.Thedrivingdynamicforcesforallstudentswhoneedtosurviveinsociety

B.Confidence,optimism,andpersistencethatstudentsneedinordertosucceed

C.Differentiatedlevelsofcompetencespecifiedforstudentswithdifferentabilities

√

D.Themissionsofstudentswhowanttobeatothersintheirachievementraceinschool解析：細(xì)節(jié)題。依照關(guān)鍵詞所在文中句子“Wecallthoseexpectationsour‘a(chǎn)cademicachievementstandards’.”可知其對應(yīng)就是“thoseexpectations”所指內(nèi)容。依照前面一句話“…societyisaskingthateducatorsraiseuptheboomoftherank-orderdistributiontoaspecifiedlevelofcompetence.”可確定答案為C。(2).Whichofthefollowingwouldhappenduetothechangeinmissionfortheroleofassessment?（分?jǐn)?shù)：2）

A.Moststudentswouldachieveacertainlevelofacademicsuccess

√

B.Educatorswouldraiseupthebottomoftherank-orderdistribution

C.Teacherswouldhelplowachieverstobeathighachieverssuccessfully

D.Schoolswouldeliminatesortingandrankingfromtheschoolingprocess解析：細(xì)節(jié)題。依照第四段“Thestudents’missionisnolongermerelytobeatotherstudentsintheachievementrace…allstudentscanachieveacertainlevelofacademicsuccess”可知A項(xiàng)正確，C項(xiàng)錯(cuò)誤。B項(xiàng)文章沒有提及。依照第二段“Tobeclear,themissionofsortinghasnotbeeneliminatedfromtheschoolingprocess.”可知，D項(xiàng)錯(cuò)誤。故本題選A。(3).Whichofthefollowingisclosestinmeaningtotheunderlinedword“accommodate”inparagraph4?

（分?jǐn)?shù)：2）

A.Adapt

B.Match

C.Accept

√

D.Understand解析：詞義題。依照畫線詞定位到文章倒數(shù)第二段最終一句，該句包含四個(gè)小分句，采取了平行結(jié)構(gòu)“must+v.”。此處accommodate有“認(rèn)可，接收”意思。當(dāng)它表示“（使）適應(yīng)”時(shí)慣用搭配為accommodate（sb.）tosth.。故本題選C。(4).Whichismeantbytheauthorabouttheemotionalpromiseofassessmentforstudents?（分?jǐn)?shù)：2）

A.Toreachaminimumlevelofachievement

B.Tobuilduptheirconfidenceinsuccess

√

C.Toenablethemtocompetewithothers

D.Tohelpthemrealizetheirgoals解析：推斷題。依照題干中關(guān)鍵詞emotionalpromise將答案鎖定在第三段和最終一段。依照第三段“Assessmentandgradingprocedures…mustnowberevisedtopermitthepossibilitythatallstudentscouldsucceedatsomeappropriatelevel…mustnowbereplacedbyothersthatpromotehopeandcontinuouseffort…”以及最終一段“Thedrivingdynamicforceforstudentscannotmerelybecompetitionforanartificialscarcityofsuccess…Thedrivingforcesmustbeconfidence，optimism，andpersistence…”可推斷出作者表示意思是經(jīng)過評定改革，教師要激發(fā)學(xué)生自信與希望，使他們相信經(jīng)過不停努力，終會(huì)取得成功。故本題選B。(5).Whichofthefollowingislikelytobethetitleofthispassage?（分?jǐn)?shù)：2）

A.FormativeAssessment

B.SuccessinMeetingStandards

C.ANewMissionofAssessment

√

D.LimitationsofCurrentSchoolRanking解析：主旨題。文章一開始分析了給學(xué)生排名這種評價(jià)方式弊端，然后講述了評價(jià)方式改革，即學(xué)校要讓全部學(xué)生而不但僅是一部分學(xué)生達(dá)標(biāo)。A項(xiàng)“形成性評價(jià)”，B項(xiàng)“成功達(dá)標(biāo)”，D項(xiàng)“學(xué)校現(xiàn)行排名制度弊端”，三項(xiàng)均不能全方面地表現(xiàn)文章中心思想。C項(xiàng)“評價(jià)新使命”最適合做這篇文章標(biāo)題。請閱讀Passage2,完成第26～30小題。Passage2

Thesubjectofballads,booksandfilms,RobinHoodhasproventobeoneofpopularculture’smostenduringfolkheroes.Overthecourseof700years,theoutlawfromNottinghamshirewhorobstherichtogivetothepoorhasemergedasoneofthemostenduringfolkheroesinpopularculture-andoneofthemostversatile.ButhowhasthelegendofSherwoodForest’smerryoutlawsevolvedovertime?DidarealRobinHoodinspiretheseclassictales?

Beginninginthe15thcenturyandperhapsevenearlier,ChristianrevelersincertainpartsofEnglandcelebratedMayDaywithplaysandgamesinvolvingaRobinHoodfigurewithnear-religioussignificance.Inthe19thcentury,writer-illustratorslikeHowardPyleadaptedthetraditionaltalesforchildren,popularizingthemintheUnitedStatesandaroundtheworld.Morerecently,bringingRobintothesilverscreenhasbecomeariteofpassagefordirectorsrangingfromMichaelCurtizandRidleyScotttoTerryGilliamandMelBrooks.

ThroughoutRobin’sexistence,writers,performersandfilmmakershaveprobedbedtheirimaginationsfornewincarnationsthatresonatewiththeirrespectiveaudiences.In14th-centuryEngland,whereagrariandiscontenthadbeguntochipawayatthefeudalsystem,heappearsasananti-establishmentrebelwhomurdersgovernmentagentsandwealthylandowners.LatervariationsfromtimesoflesssocialupheavaldispensewiththegoreandcastRobinasadispossessedaristocratwithaheartofgoldandaloveinterest,MaidMarian.

Academics,meanwhile,havecombedthehistoricalrecordforevidenceofarealRobinHood.Englishlegalrecordssuggestthat,asearlyasthe13thcentury,“Robehod,”“Rabunhod”andothervariationshadbecomecommonepithetsforcriminals.Butwhathadinspiredthesenicknames:afictionaltale,aninfamousbanditoranamalgamofboth?ThefirstliteraryreferencestoRobinHoodappearinaseriesof14th-and15th-centuryballadsaboutaviolentyeomanwholivedinSherwood.ForestwithhismenandfrequentlyclashedwiththeSheriffofNottingham.Ratherthanapeasant,knightorfallennoble,asinlaterversions,theprotagonistofthesemedievalstoriesisacommoner.LittleJohnandWillScarletarepartofthisRobin’s“merry”crew—meaning,atthetime,anoutlaw’sgang-butMaidMarian,FriarTuckandAlan-a-Dalewouldnotenterthelegenduntillater,possiblyaspartoftheMaydayrituals.

Whilemostcontemporaryscholarshavefailedtoturnupsolidclues,medievalchroniclerstookforgrantedthatahistoricalRobinHoodlivedandbreathedduringthe12thor13thcentury.Thedetailsoftheiraccountsvarywidely,however,placinghiminconflictingregionsanderas.NotuntilJohnMajor’s“HistoryofGreaterBritain”(1521),forexample,ishedepictedasafollowerofKingRichard,oneofhisdefiningcharacteristicsinmodemtimes.

WemayneverknowforsurewhetherRobinHoodeverexistedoutsidetheversesofballadsandpagesofbooks.Andevenifwedid,fans,youngandold,wouldstillsurelyflocktoEngland’sNottinghamshireregionforatourofthelegend’sallegedformerhangouts,fromcenturies-oldpubstotheMajorOakinSherwoodForest.Whatwedoknowisthatthenotionofabraverebelwholivesontheoutskirtsofsociety,fightinginjusticeandoppressionwithhisbandofcompanions,hasuniversalappeal—whetherhe’splayedbyErrollFlynn,Russell.Croweoreven,asona1979episodeof“TheMuppetShow,”KennittheFrog.（分?jǐn)?shù)：10）(1).Whichofthefollowingisclosestinmeaningtotheunderlinedphrase“ariteofpassage”inParagraph2?

（分?jǐn)?shù)：2）

A.Amilestoneevent

√

B.Atopagenda

C.Areligiousceremony

D.Aprivilegedright解析：詞義題。依照畫線詞定位到文章第二段。該段主要講述了在不一樣時(shí)期，RobinHood形象從充滿宗教色彩，到融入兒童故事，再到被搬上大熒幕經(jīng)歷改變。ariteofpassage所在句子意為“將Robin形象搬到熒幕上對各位導(dǎo)演、來說，已經(jīng)成為（）”。A項(xiàng)“一件具備里程碑意義事”，B項(xiàng)“一項(xiàng)頭等議程”，C項(xiàng)“一個(gè)宗教儀式”，D項(xiàng)“一項(xiàng)特權(quán)”。A項(xiàng)最符合原文意思。(2).WhichofthefollowingistrueaboutMaidMarianaccordingtothepassage?（分?jǐn)?shù)：2）

A.Awomanwithagoodheart

B.AwomanRobinHoodloved

√

C.AwomanRobinHoodhelped

D.AwomanstudyingRobinHoodlegend解析：細(xì)節(jié)題。依照第三段最終一句話“…castRobinasadispossessedaristocratwithaheartofgoldandaloveinterest,MaidMarian.”可知，MaidMarian是RobinHood戀人。故本題選B。(3).WhichofthefollowinghasbeenadefiningcharacteristicsofRobinHoodsincethesixteenthcenturyaccordingtothepassage?（分?jǐn)?shù)：2）

A.Areligiouscelebrity

B.Aversatilearistocrat

C.AsupporterofKingRichard

√

D.AbelovedrobberinNottingham解析：細(xì)節(jié)題。依照第五段中“NotuntilJohnMajor’s‘HistoryofGreaterBritain’（1521）,forexample,ishedepictedasafollowerofKingRichard，oneofhisdefiningcharacteristicsinmodemtimes”可知，本題選C。依照第二段可知，A項(xiàng)說是15世紀(jì)甚至是更早時(shí)候RobinHood形象；依照第三段可知，B項(xiàng)說是14世紀(jì)時(shí)期RobinHood形象；依照第一段第二句話所描述時(shí)間“Overthecourseof700years”，D項(xiàng)也不符合題意。(4).Whichofthefollowingmethodsisusedbytheauthorinelaboratinghispoints?

（分?jǐn)?shù)：2）

A.Quotation

B.Contrastandcomparison

√

C.Classification

D.Rhetoricalquestion解析：推斷題。本文講述了RobinHood作為一個(gè)有象征意義人物，在不一樣時(shí)期，人們對于他真正身份和起源不一樣版本介紹。作者在陳說這些內(nèi)容時(shí)候，采取了對比和比較方法。故本題選B。(5).Whichofthefollowingisapropertitleforthepassage?（分?jǐn)?shù)：2）

A.TheRealRobinHood

B.TheFictionalRobinHood

C.TheFigurativeRobinHood

√

D.TheImaginaryRobinHood解析：主旨題。依照最終一段第一句“WemayneverknowforsurewhetherRobinHoodeverexistedoutsidetheversesofballadsandpagesofbooks.”可知，我們不能確定RobinHood是否真存在過，故A、B、D三項(xiàng)均不宜。C項(xiàng)意思是“具備象征意義RobinHood”，此標(biāo)題與文章內(nèi)容最貼近。二、簡答題本大題1小題，20分。依照題目要求完成以下任務(wù)，用漢字作答。(總題數(shù)：1，分?jǐn)?shù)：20.00)21.簡述英語校內(nèi)課外活動(dòng)三個(gè)主要作用，列出四種活動(dòng)形式，并寫出教師組織課外活動(dòng)三點(diǎn)注意事項(xiàng)。（分?jǐn)?shù)：20.00）__________________________________________________________________________________________正確答案：(（1）英語校內(nèi)課外活動(dòng)三個(gè)主要作用：①英語校內(nèi)課外活動(dòng)是學(xué)生英語學(xué)習(xí)主要組成部分，能為學(xué)生語言實(shí)踐和自主學(xué)習(xí)提供更大平臺(tái)。②英語校內(nèi)課外活動(dòng)有利于激發(fā)和提升學(xué)生學(xué)習(xí)英語興趣，幫助學(xué)生豐富語感、開闊視野、增加知識(shí)、發(fā)展智力和造性格。③英語校內(nèi)課外活動(dòng)有利于提升學(xué)生活動(dòng)組織能力和管理能力。（2）英語校內(nèi)課外活動(dòng)四種形式：①英語演講。學(xué)?？山M織開展小組、班級間英語演講比賽，激勵(lì)學(xué)生主動(dòng)參加，提升學(xué)生英語口語水平。②英語角。英語角為廣大興趣英語學(xué)生提供交流空間和展現(xiàn)自己機(jī)會(huì)，能夠帶動(dòng)更多學(xué)生用英語交流，使人人都能開口說英語，促進(jìn)學(xué)生英語學(xué)習(xí)進(jìn)步。③英語墻報(bào)。英語墻報(bào)是對學(xué)生進(jìn)行教育、鍛煉學(xué)生組織能力主要渠道，學(xué)校能夠定時(shí)組織學(xué)生設(shè)計(jì)英語墻報(bào)，分享英語學(xué)習(xí)經(jīng)驗(yàn)，以提升其學(xué)習(xí)英語主動(dòng)性。④英語短劇匯演。學(xué)校能夠依照詳細(xì)情況，定時(shí)組織校園英語短劇匯演，豐富學(xué)生校內(nèi)課外活動(dòng)。（3）教師組織課外活動(dòng)三點(diǎn)注意事項(xiàng)：①要考慮學(xué)生興趣、專長和差異性，活動(dòng)要符合學(xué)生年紀(jì)特征。②活動(dòng)內(nèi)容要豐富多彩，組織形式要多樣化，要富有吸引力③要充分發(fā)揮學(xué)生主體性和主動(dòng)性，并注意因勢利導(dǎo)。

)解析：三、教學(xué)情境分析題本大題共1小題，30分，依照題目要求完成以下任務(wù)，用漢字作答。(總題數(shù)：1，分?jǐn)?shù)：30.00)下面片段選自某初中英語課堂教學(xué)實(shí)錄。T:Goodmorning,boysandgirls.Wetalkedabout“Thepresentperfecttense”yesterday,andIhopeyouhavegotsomeideaaboutit.Doyoustillremembertheformsofthetense?S1:Have/Hasdone.T:Youareright,goodboy.Andwhocansayasentencewiththeform?S2:Letmetry.WehavelearntEnglishforafewyears.T:Verygood,thankyou.S3:MyfatherhavegonetoHangzhouandoftentellsusaboutitsbeautifulscenery

there.T:Oh,youalsoremembertheform,butthen,whereisyourfather?IshestillinHangzhouorbackhomenow?S3:Backhome.T:Oh,Isee,youmeanyourfatherwenttoHangzhousometimeinthepast,andhehascomebackhomefromthere.Andsinceyourfatherisnotyouyourself,notI,nexttimeyoushouldsay“MyfatherhasbeentoHangzhouandoftentellsusaboutitsbeautifulscenerythere”.OK?請依照該教學(xué)片段回答下面三個(gè)問題（分?jǐn)?shù)：30）(1).該教師教學(xué)有哪些優(yōu)點(diǎn)？寫出2個(gè)即可。（分?jǐn)?shù)：8）__________________________________________________________________________________________正確答案：(該教師教學(xué)有以下2個(gè)優(yōu)點(diǎn)①講授新課之前采取復(fù)習(xí)法鞏固知識(shí)，為學(xué)生接下來學(xué)習(xí)做好鋪墊。案例中教師采取循序漸進(jìn)教學(xué)方法，先復(fù)習(xí)語法結(jié)構(gòu)（現(xiàn)在完成時(shí)基本結(jié)構(gòu)），再引申到語法利用（造句），以此來檢驗(yàn)學(xué)生掌握情況，幫助學(xué)生鞏固舊知。②合理使用糾錯(cuò)技巧，進(jìn)行有針對性教學(xué)反饋，以啟發(fā)引導(dǎo)為主，提升學(xué)生參加度。在案例中該教師采取多個(gè)糾錯(cuò)技巧引導(dǎo)學(xué)生分辨have/hasbeento和have/hasgoneto，最終使學(xué)生掌握其正確使用方法。)解析：(2).該教師發(fā)覺學(xué)生表示錯(cuò)誤時(shí)，采取了哪四種詳細(xì)糾錯(cuò)方式？（分?jǐn)?shù)：8）__________________________________________________________________________________________正確答案：(該教師發(fā)覺學(xué)生表示錯(cuò)誤時(shí)，采取了以下四種糾錯(cuò)方式①直接糾錯(cuò)法直接糾錯(cuò)是指學(xué)習(xí)者出現(xiàn)錯(cuò)誤時(shí)，教師打斷其語言訓(xùn)練或?qū)嵺`活動(dòng)，對其錯(cuò)誤給予正面糾正（說出正確語言形式，并讓學(xué)生改過）。教師直接糾錯(cuò)時(shí)使用課堂用語通常有：Youshouldsay…./No，youshouldn’tsaythat…/Readafterme…/Payattentionto…/Oh,youmean…/Wedon’tsay…inEnglish.Wesay…等。該教師在糾正學(xué)生第三人稱單數(shù)錯(cuò)誤以及hasgoneto和hasbeento不一樣使用方法時(shí)直接指出其錯(cuò)誤“nexttimeyouhouldsay…”②重述法重述是指教師對學(xué)生語言表示中錯(cuò)誤進(jìn)行含蓄糾正，是對學(xué)生表示進(jìn)行部分必定之后糾正。該方法以學(xué)生語言表示為基礎(chǔ)，對部分成份或詞語進(jìn)行修正，并保持原表示意思不變。該教師針對第三位同學(xué)兩次表示，首先進(jìn)行了部分必定“Oh，youalsoremembertheform”，然后分別重述了其正確表示形式“MyfatherhasbeentoHangzhouandoftentellsusaboutitsbeautifulscenerythere”“hehascomebackhomefromthere”。③強(qiáng)調(diào)法教師在糾正學(xué)生表示時(shí)有意重讀或拖長犯錯(cuò)部分發(fā)音或用升調(diào)以表示尤其強(qiáng)調(diào)。比如：該教師針對學(xué)生語法錯(cuò)誤，就對助動(dòng)詞單數(shù)形式has進(jìn)行了著重強(qiáng)調(diào)。④元語言反饋法元語言反饋是指學(xué)生出現(xiàn)言語錯(cuò)誤時(shí)，教師對學(xué)生錯(cuò)誤進(jìn)行技術(shù)上分析和描述，如指出詞類誤用、時(shí)態(tài)錯(cuò)誤等。比如：該教師解釋助動(dòng)詞應(yīng)用第三人稱單數(shù)has時(shí)說“sinceyourfatherisnotyouyourself,notI,nexttimeyoushouldsay…”)解析：(3).再列出其余兩種糾錯(cuò)方式，并各舉一例說明。（分?jǐn)?shù)：14）__________________________________________________________________________________________正確答案：(其余兩種糾錯(cuò)方式①重復(fù)法教師發(fā)覺學(xué)生語言錯(cuò)誤后，能夠要求學(xué)生重新回答，并使用Oncemore./Pardon？/Repeatplease.等對學(xué)生加以引導(dǎo)。比如：T:Whatdidyouhaveforsupperyesterday?S:Ihaveaglassofmilkandsomedumplings.T:Oncemore./Pardon?/Repeatitplease.S:Ihadaglassofmilkandsomedumplings.T:That’sright.②追問法當(dāng)學(xué)生沒能準(zhǔn)確回答下列問題而又未犯語法錯(cuò)誤時(shí)，教師應(yīng)激勵(lì)學(xué)生繼續(xù)回答，直到其做出更合理、更符合邏輯回答。比如：T:Whotoldyouthenews?S:Thesportsmeetwillbeheldinourcitynextsummer.T:Good,butwhotoldyouthenews,LilyorJane?S:Janetoldmethenews.)解析：四、教學(xué)設(shè)計(jì)題本大題共1小題，40分。依照提供信息和語言素材設(shè)計(jì)教學(xué)方案，用英文作答。(總題數(shù)：1，分?jǐn)?shù)：40.00)22.設(shè)計(jì)任務(wù)：請閱讀下面學(xué)生信息和語言素材，設(shè)計(jì)15分鐘英語聽說教學(xué)方案。教案沒有固定格式，但須包含以下關(guān)鍵點(diǎn)：(1)teachingobjectives(2)teachingcontents(3)keyanddifficultpoints(4)majorstepsandtimeallocation(5)activitiesandjustifications教課時(shí)間：15分鐘學(xué)生概況：某城鎮(zhèn)普通中學(xué)七年級(初中一年級)學(xué)生,班級人數(shù)40人。多數(shù)學(xué)生已經(jīng)達(dá)成《義務(wù)教育英語課程標(biāo)準(zhǔn)(年版)》二級水平。學(xué)生課堂參加主動(dòng)性不高。語言素材：Hi!I’mTony:Idon’tliketogetupearly.Inthemoming,getupateight.ThenIgotoschoolateightthirty.Idon’thavemuchtimeforbreakfast,soIusuallyeatveryquickly.Forlunch,Iusuallyeathamburgers.Afterschool,Isometimesplaybasketballforhalfanhour.WhenIgethome,Ialwaysdomyhomeworkfirst.Intheevening,IeitherwatchTVorplaycomputergames.Attenthirty,IbrushmyteethandthenIgotobed.Maryismysister.Sheusuallygetsupatsixthirty.Thenshealwaystakesashowerandeatsagoodbreakfast.Afterthat,shegoestoschoolateightthirty.Attwelve,sheeatslotsoffruitandvegetablesforlunch.Afterlunch,shesometimesplaysvolleyball.Shealwayseatsicecreamafterdinner.sheknowsit’snotgoodforher,butittastesgood!Intheevening,shedoesherhomeworkandusuallyswimsortakesawalk.Atninethirty,